2 The Use of WAIS-III in HFA and Asperger Syndrome

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "2 The Use of WAIS-III in HFA and Asperger Syndrome"

Transcription

1 2 The Use of WAIS-III in HFA and Asperger Syndrome Published in: Journal of Autism and Developmental Disorders, 2008, 38 (4),

2 Chapter 2 Abstract The WAIS III was administered to 16 adults with the autistic disorder and 27 adults with Asperger syndrome. Differences between Verbal Intelligence (VIQ) and Performance Intelligence (PIQ) were not found. Processing Speed impairment was observed in the participants with the autistic disorder. At the subtest level, the Asperger syndrome group performed weak on Digit Span. Strengths were found on the subtests Comprehension and Block Design. In the autistic disorder group, performance on Digit-Symbol Coding and Symbol Search was relatively poor. Strengths were found on Information and Matrix Reasoning. The results suggest that the VIQ-PIQ difference cannot distinguish between the autistic disorder and Asperger syndrome. WAIS III Factor Scale and Subtest patterning provides a more valid indicator. 10

3 WAIS-III 2.1 Introduction Over the past few years, interest in HFA and Asperger syndrome in adults with normal intelligence has increased markedly. However, not much is known about the cognitive profiles of these groups. Only a few studies exist about adults who function relatively well in society and have been diagnosed late in life (Howlin, 2004; Vermeulen, 2002). The present study aims to assess the cognitive profiles of this relatively high-functioning subgroup by means of the Wechsler Intelligence Scale III (WAIS III, Wechsler, 1997). In WAIS III, the intelligence pattern is described at three levels: The first level contains Performance Intelligence and Verbal Intelligence. The second level consists of the four factor scales: Verbal Comprehension, Perceptual Organization, Freedom from Distractibility and Processing Speed. The third level contains the subtests. The following paragraphs summarizes previous research results of the intelligence profiles adults with the autistic disorder and Asperger syndrome on these three levels. The Performance IQ (PIQ) - Verbal IQ (VIQ) dichotomy has been previously used incorrectly to underpin the diagnosis of autistic disorder and Asperger syndrome. It is questionable whether the two constructs should even be applied in general, because research did not support the construct validity of the VIQ-PIQ dichotomy (Taub, 2001). Studies examining WAIS-R in adults with HFA have yielded contradictory results (Minshew et al. 1992; Siegel et al., 1996; Vermeulen, 2002), which may reflect the validity problems of the VIQ-PIQ dichotomy (Arnau & Thompson, 2000; Taub, 2001). The factor scale level is of great importance in assessing cognitive abilities, sinceactor analytic studies indicate that they give the best estimates of the four factors underlying intelligence (Arnau & Thompson, 2000; Ryan & Paolo, 2001). No studies have investigated the WAIS-III profiles for adults with HFA and Asperger syndrome, as far as we know. Therefore we have no information about the factor scale profiles in these groups. This leads to the conclusion that the most important factors of the intelligence patterns for adults with HFA and Asperger syndrome are still unknown. At subtest level, some studies on WAIS or WAIS-R reported low Comprehension versus high Block Design scores (Goldstein et al., 2001; Rumsey & Hamburger, 1988). A relatively high variability between the subtests scores in adults with HFA has also been reported (Siegel et al., 1996). In summary, research shows that among adults with HFA and Asperger syndrome, results of VIQ-PIQ differences vary and may be influenced by the validity problems of the VIQ-PIQ dichotomy. The factor scale scores and the subtest patterns provide a better 11

4 Chapter 2 representation of the intelligence pattern but these are still unknown in adults with HFA and Asperger syndrome Aims of the Present Study The present study aims to acquire insight into the WAIS III profiles of normal intelligent adults with HFA and Asperger syndrome. Profiles in the total group and differences between the two diagnostic groups will be examined. 2.2 Methods Procedure All participants were recruited from the GGZ (Mental Health Center) Eindhoven and Oost- Brabant. The participants met the criteria for Asperger syndrome or HFA. Participants with relevant neurodevelopmental conditions and genetic conditions were excluded, as were institutionalized patients and patients with a Full Scale IQ below Subjects The mean Full Scale IQ of the participants was , individual scores varied between 83 and 145 (see table 1). 12

5 WAIS-III Table 1 Characteristics of Participants IQ and age M SD Range Full scale IQ Mean age Diagnosis f P Autistic disorder Asperger syndrome Gender Male Female Education Lower / middle education Higher education Employment status Employed or retired Studying Unemployed Current living circumstances Lives with partner Lives independently Sheltered living Lives with parents All individuals ranged in age from 18 to 60 years. The mean age was Of all participants, 25 finished higher education and 30 individuals had work. 23 participants lived together with a partner. The relatively large number of participants who had a relationship, worked and were well educated emphasizes the relatively high level of functioning in this group Assessment of Disorder Hetero-anamnestic information was gathered using the Dutch version of the Autistic Disorder Diagnostic Interview, revised version (ADI-R, Lord et al., 1994), administered by psychologists who were officially trained in the administration and scoring of the 13

6 Chapter 2 instrument. To gather anamnestic information, a semi-structured interview was used to assess presence of the DSM-IV criteria of HFA and Asperger syndrome (APA, 1994). Because of the controversial nature of the DSM-IV criteria (Ghaziuddin et al., 1992; Mayes et al., 2001), additional questions were used to differentiate between HFA and Asperger syndrome, based on the diagnostic criteria of Gillberg & Gillberg (1989) and ICD-10 (WHO, 1993) Assessment of Intelligence The intelligence profile was assessed using the Dutch translation of the WAIS III (Wechsler, 1997). The WAIS-III has excellent psychometric properties (Sattler & Ryan, 1999) and has been validated for the Dutch population (Wechsler, 1997). 2.3 Results Analyses were performed at the three WAIS-III levels: VIQ versus PIQ, the four factor scales and all subtests. Preliminary analysis included checks for normality, linearity, influential data points and assumptions of repeated measures. No serious deviations were found. T-tests showed that both diagnosis groups were comparable in education, work status and gender distribution Differences Between WAIS III VIQ and PIQ Differences between VIQ and PIQ for the total group and for the two diagnostic groups were analyzed by means of paired t-tests. No statistically significant effects were found for any of the groups (see table 2). Table 2 VIQ and PIQ Differences in the Total Group and in Diagnostic Groups VIQ PIQ M SD M SD mean diff. n Total group Asperger Autism

7 WAIS-III Differences Between Factor Scale Scores Factor Scale profiles were studied within the total group and between the two diagnostic subgroups by means of repeated measures analysis of variance. Mauchly's test indicated that the assumption of sphericity was not met. Therefore the degrees of freedom were corrected using the Huynh-Feldt correction ( =.89). Post-hoc comparisons using the Sidak adjustment for multiple comparisons showed that the main effect of the WAIS III Factor Scale was statistically significant (F(2.7,109.7)=7.0, p<0.001). An interaction effect of differences in Factor Scale mean by diagnostic group was also found (F(2.7, 109.7)=2.7, p=0.05). To find out which differences in WAIS III Factor Scale means added to the significant main effect, post hoc pairwise comparisons were done. This showed that the main effect in the total group can be attributed to Processing Speed being significantly lower than Verbal Comprehension (p <.01) and Perceptual Organization (p <.005). Post hoc pairwise comparisons were done for the two diagnostic groups to analyse the within group effect. In the Asperger group, no significant differences in Factor Scale mean scores were found. The HFA group however, showed a significant lower Processing Speed compared to Verbal Comprehension (p <.01), Perceptual Organization (p <.01) and Freedom from Distractibility (p <.05) (see table 3). 15

8 Chapter 2 Table 3 Factor Scale Scores for the Total Group and the Diagnostic Groups Factor Scale M SD n Verbal Comprehension Autistic disorder 107.5* Asperger syndrome Total 109.6* Perceptual Organization Autistic disorder 105.0* Asperger syndrome Total 109.3* Freedom from Distractibility Autistic disorder 105.1* Asperger syndrome Total Processing Speed Autistic disorder 91.8* Asperger syndrome Total 101.0* * p < Differences Between WAIS III Subtest Scores The Subtest profiles were explored within the total group and between the two diagnostic subgroups by means of a repeated measures analysis of variance. The assumption of sphericity was not met. Therefore the degrees of freedom were corrected using the Huynh-Feldt correction ( =.82). Post-hoc comparisons were performed using the Sidak adjustment for multiple comparisons. The results (see table 4) showed a significant main effect of the type of Subtest (F(10.7,438.7)=4.8, p<0.001). 16

9 WAIS-III Table 4 Mean Standardized Subtest Scores for the Total Group Subtest Scores M SD n Vocabulary 11.63* Similarities Arithmetic 11.77* Digit Span Information 12.42* Comprehension 12.53* Letter-Number Sequencing Picture Completion Digit-Symbol Coding 9.81* Block Design 12.02* Matrix Reasoning 11.98* Picture Arrangement Symbol Search 10.37* Object Assembly * p <.05. An interaction effect of Subtest by diagnosis was also found (F(10.7, 438.7)=2.1, p<0.05), indicating that the patterning of the WAIS III subtest mean scores for the two diagnostic groups differs. Table 5 and 6 show the mean Subtest scores and standard deviations for the HFA group and the Asperger syndrome group. 17

10 Chapter 2 Table 5 Mean Standardized Subtest Scores for the Autistic Disorder Group Subtest Scores M SD n Vocabulary Similarities Arithmetic Digit Span Information 12.13* Comprehension Letter-Number Sequencing Picture Completion Digit-Symbol Coding 8.38* Block Design Matrix Reasoning 11.44* Picture Arrangement Symbol Search 8.44* Object Assembly * p <

11 WAIS-III Table 6 Mean Standardized Subtest Scores for the Asperger Syndrome Group Subtest Scores M SD n Vocabulary Similarities Arithmetic Digit Span 10.37* Information Comprehension 13.00* Letter-Number Sequencing Picture Completion Digit-Symbol Coding Block Design 12.89* Matrix Reasoning Picture Arrangement Symbol Search Object Assembly * p <.05. Post hoc pair wise comparisons showed that the main effect in the total group can be attributed to the fact that Digit-Symbol Coding was significantly lower than Vocabulary (p <.05), Arithmetic (p <.05), Information (p <.005), Comprehension (p <.005), Block Design (p <.05) and Matrix Reasoning (p <.005). Furthermore, Symbol Search was lower than Information (p <.05) and Comprehension (p <.05). Post hoc pair-wise comparisons were also performed for the two diagnostic groups to analyze the within group effect. The two groups showed significant differences in Subtest scores. In the Asperger syndrome group, Digit Span was lower than Comprehension (p =.005) and Block Design (p <.05). In the HFA group performance was significantly higher in Information compared to Digitsymbol Coding (p <.05) and Symbol Search (p <.05). Furthermore, Digit-Symbol Coding was lower than Matrix Reasoning (p <.05). 19

12 Chapter Discussion WAIS VIQ Versus PIQ No significant differences were found between VIQ and PIQ in the total group nor in the two diagnostic subgroups. The results are in line with factor analytic studies which showed that the VIQ-PIQ dichotomy is not valid for general populations (Arnau & Thompson, 2000; Taub, 2001) WAIS III Factor Scale Level The Asperger syndrome group was characterized by a flat Factor Scale profile in the Asperger syndrome group, while the HFA group performed significant low in Processing Speed. A low Processing Speed indicates problems in speed of processing visual information (Wechsler, 1997). Adults with HFA apparently need more time than other people to process and integrate visual information and to act on this information. The Processing Speed performance of the HFA group might be influenced by problems with top-down processing and ignoring irrelevant details, which are characteristic of people with HFA (Happé, 2005; Shah & Frith, 1993). In order to maintain an overview of what they are doing, they work slowly WAIS III Subtest Level Analyses showed different Subtest patterns in the HFA and the Asperger syndrome groups. The HFA group performed significantly poor in Digit-Symbol Coding and Symbol Search. These two subtests together form the Processing Speed Factor. The low scores for these subtests represent the problems in speed of processing visual information as described in the preceding paragraph. The HFA group showed significantly high performance in Information and Matrix Reasoning. High scores for Information are in line with the fact that people with autism usually acquire much factual knowledge (Happé, 1999). Matrix Reasoning taps nonverbal perceptual reasoning. Matrix Reasoning is the only Perceptual Organization subtest without a time limit and is possibly not influenced by low Processing Speed performance scores. The strengths of the HFA group in this subtest can probably be attributed to their visual-spatial strengths (Lincoln et al., 1995; Tsatsanis, 2005) and to the absence of a time limit for this subtest. 20

13 WAIS-III In the Asperger group, scores for Digit Span were relatively low. Digit Span taps working memory capabilities (Wechsler, 1997), which can been defined as the ability to hold in mind past states of the environment and past actions while currently performing an action (Russell, 1997). People with autism and Asperger syndrome tend to store information in details instead of using strategies, which often leads to problems in retaining information (Happé, 2005; Minshew et al., 1992; Tsatsanis, 2005). Low Digit Span scores in the Asperger group may reflect problems in applying strategies to retain information. The Asperger syndrome group performed significantly well on the subtest Comprehension. High scores on Comprehension in this group seem to contradict former research results (Klin et al., 2005b; Mayes & Calhoun, 2003; Siegel et al., 1996). However, people with Asperger syndrome often try to function in society by analyzing social situations at a cognitive level, which has been described as using an explicit theory of mind (Frith & Happé, 1999). An extremely well developed explicit theory of mind may have caused the strengths of the Asperger syndrome group on Comprehension. The Asperger Syndrome group also performed significantly well on Block Design. Qualities in Block Design have often been reported in studies of people with HFA and Asperger syndrome (Happé, 2005; Shah & Frith, 1993). This has been attributed to strengths in processing unconnected stimuli outside a meaningful context, which go together with the central coherence problems that are characteristic for people with autistic impairment (Shah & Frith, 1993) Conclusions The present study found participants with Asperger syndrome to differ significantly from individuals with HFA in WAIS III Factor Scale profiles and WAIS III Subtest patterning. In the individuals with HFA Processing Speed problems were found. Further, the HFA and Asperger syndrome group showed different subtest patterns. The present study supports the idea that HFA and Asperger syndrome can be differentiated empirically at the level of intellectual functioning. This lends support to the hypothesis that HFA and the Asperger syndrome are two separate disorders. 21

14

Defining the Intellectual Profile of Asperger Syndrome: Comparison with High-Functioning Autism

Defining the Intellectual Profile of Asperger Syndrome: Comparison with High-Functioning Autism Journal of Autism and Developmental Disorders, Vol. 34, No. 3, June 2004 (Ó 2004) Defining the Intellectual Profile of Asperger Syndrome: Comparison with High-Functioning Autism Mohammad Ghaziuddin 1,2

More information

A Comparison of WAIS R Profiles in Adults With High-Functioning Autism or Differing Subtypes of Learning Disability

A Comparison of WAIS R Profiles in Adults With High-Functioning Autism or Differing Subtypes of Learning Disability A COMPARISON OF GOLDSTEIN WAIS R PROFILES ET AL. Applied Neuropsychology Copyright 2001 by 2001, Vol. 8, No. 3, 148 154 Lawrence Erlbaum Associates, Inc. A Comparison of WAIS R Profiles in Adults With

More information

Interpretive Report of WAIS IV Testing. Test Administered WAIS-IV (9/1/2008) Age at Testing 40 years 8 months Retest? No

Interpretive Report of WAIS IV Testing. Test Administered WAIS-IV (9/1/2008) Age at Testing 40 years 8 months Retest? No Interpretive Report of WAIS IV Testing Examinee and Testing Information Examinee Name Date of Report 9/4/2011 Examinee ID Years of Education 18 Date of Birth 12/7/1967 Home Language English Gender Female

More information

Brief Report: Thought Disorder in Asperger Syndrome: Comparison with High-Functioning Autism

Brief Report: Thought Disorder in Asperger Syndrome: Comparison with High-Functioning Autism Journal of Autism and Developmental Disorders, VoL 25 No. 3, 1995 Brief Report: Thought Disorder in Asperger Syndrome: Comparison with High-Functioning Autism Mohammad Ghaziuddin, 1 Lisa Leininger, and

More information

Introducing the WAIS IV. Copyright 2008 Pearson Education, inc. or its affiliates. All rights reserved.

Introducing the WAIS IV. Copyright 2008 Pearson Education, inc. or its affiliates. All rights reserved. Introducing the WAIS IV Overview Introduction Revision Goals Test Structure Normative / Validity / Clinical Information Wechsler s View of Intelligence "The global capacity of a person to act purposefully,

More information

Essentials of WAIS-IV Assessment

Essentials of WAIS-IV Assessment Question from chapter 1 Essentials of WAIS-IV Assessment 1) The Binet-Simon Scale was the first to include age levels. a) 1878 b) 1898 c) 1908 d) 1928 2) The Wechsler-Bellevue Intelligence Scale had as

More information

The child is given oral, "trivia"- style. general information questions. Scoring is pass/fail.

The child is given oral, trivia- style. general information questions. Scoring is pass/fail. WISC Subscales (WISC-IV shown at bottom with differences noted) Verbal Subscales What is Asked or Done What it Means or Measures Information (Supplemental in WISC-IV) The child is given oral, "trivia"-

More information

Running head: ASPERGER S AND SCHIZOID 1. A New Measure to Differentiate the Autism Spectrum from Schizoid Personality Disorder

Running head: ASPERGER S AND SCHIZOID 1. A New Measure to Differentiate the Autism Spectrum from Schizoid Personality Disorder Running head: ASPERGER S AND SCHIZOID 1 A New Measure to Differentiate the Autism Spectrum from Schizoid Personality Disorder Peter D. Marle, Camille S. Rhoades, and Frederick L. Coolidge University of

More information

WMS III to WMS IV: Rationale for Change

WMS III to WMS IV: Rationale for Change Pearson Clinical Assessment 19500 Bulverde Rd San Antonio, TX, 28759 Telephone: 800 627 7271 www.pearsonassessments.com WMS III to WMS IV: Rationale for Change Since the publication of the Wechsler Memory

More information

The WISC III Freedom From Distractibility Factor: Its Utility in Identifying Children With Attention Deficit Hyperactivity Disorder

The WISC III Freedom From Distractibility Factor: Its Utility in Identifying Children With Attention Deficit Hyperactivity Disorder The WISC III Freedom From Distractibility Factor: Its Utility in Identifying Children With Attention Deficit Hyperactivity Disorder By: Arthur D. Anastopoulos, Marc A. Spisto, Mary C. Maher Anastopoulos,

More information

Autism Assessment. Asperger s Disorder is High Functioning Autism. Diagnostic Reliability. Susan D. Mayes, PhD A - 2

Autism Assessment. Asperger s Disorder is High Functioning Autism. Diagnostic Reliability. Susan D. Mayes, PhD A - 2 Susan D. Mayes, PhD Professor Penn State College of Medicine School Psychologist Problems with social interaction Perseveration Somatosensory disturbance Atypical communication and development Mood disturbance

More information

Efficacy Report WISC V. March 23, 2016

Efficacy Report WISC V. March 23, 2016 Efficacy Report WISC V March 23, 2016 1 Product Summary Intended Outcomes Foundational Research Intended Product Implementation Product Research Future Research Plans 2 Product Summary The Wechsler Intelligence

More information

Early Childhood Measurement and Evaluation Tool Review

Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation (ECME), a portfolio within CUP, produces Early Childhood Measurement Tool Reviews as a resource for those

More information

Interpretive Report of WISC-IV and WIAT-II Testing - (United Kingdom)

Interpretive Report of WISC-IV and WIAT-II Testing - (United Kingdom) EXAMINEE: Abigail Sample REPORT DATE: 17/11/2005 AGE: 8 years 4 months DATE OF BIRTH: 27/06/1997 ETHNICITY: EXAMINEE ID: 1353 EXAMINER: Ann Other GENDER: Female Tests Administered: WISC-IV

More information

It s WISC-IV and more!

It s WISC-IV and more! It s WISC-IV and more! Integrate the power of process! Unleash the diagnostic power of WISC IV Integrated and unlock the potential of the child insight. intervene. integrated. Author: David Wechsler WISC

More information

Technical Report. Overview. Revisions in this Edition. Four-Level Assessment Process

Technical Report. Overview. Revisions in this Edition. Four-Level Assessment Process Technical Report Overview The Clinical Evaluation of Language Fundamentals Fourth Edition (CELF 4) is an individually administered test for determining if a student (ages 5 through 21 years) has a language

More information

Is There a Difference Between Asperger's Syndrome and High Functioning Autism? Dr Tony Attwood

Is There a Difference Between Asperger's Syndrome and High Functioning Autism? Dr Tony Attwood Is There a Difference Between Asperger's Syndrome and High Functioning Autism? Dr Tony Attwood We have been exploring the nature of autism, as described by Leo Kanner, for nearly 60 years. He described

More information

Estimate a WAIS Full Scale IQ with a score on the International Contest 2009

Estimate a WAIS Full Scale IQ with a score on the International Contest 2009 Estimate a WAIS Full Scale IQ with a score on the International Contest 2009 Xavier Jouve The Cerebrals Society CognIQBlog Although the 2009 Edition of the Cerebrals Society Contest was not intended to

More information

Screening Adults for Asperger Syndrome Using the AQ: A Preliminary Study of its Diagnostic Validity in Clinical Practice

Screening Adults for Asperger Syndrome Using the AQ: A Preliminary Study of its Diagnostic Validity in Clinical Practice Journal of Autism and Developmental Disorders, Vol. 35, No. 3, June 2005 (Ó 2005) DOI: 10.1007/s10803-005-3300-7 Screening Adults for Asperger Syndrome Using the AQ: A Preliminary Study of its Diagnostic

More information

Standardized Tests, Intelligence & IQ, and Standardized Scores

Standardized Tests, Intelligence & IQ, and Standardized Scores Standardized Tests, Intelligence & IQ, and Standardized Scores Alphabet Soup!! ACT s SAT s ITBS GRE s WISC-IV WAIS-IV WRAT MCAT LSAT IMA RAT Uses/Functions of Standardized Tests Selection and Placement

More information

Upcoming changes to autism spectrum disorder: evaluating DSM-5

Upcoming changes to autism spectrum disorder: evaluating DSM-5 Upcoming changes to autism spectrum disorder: evaluating DSM-5 ASD disease entity What is ASD? Aims of the talk What changes will be made to the definition of ASD with the publication of DSM-5? Are these

More information

Case 4:05-cv-02726 Document 26-1 Filed in TXSD on 09/12/08 Page 1 of 5. Exhibit A

Case 4:05-cv-02726 Document 26-1 Filed in TXSD on 09/12/08 Page 1 of 5. Exhibit A Case 4:05-cv-02726 Document 26-1 Filed in TXSD on 09/12/08 Page 1 of 5 Exhibit A Case 4:05-cv-02726 Document 26-1 Filed in TXSD on 09/12/08 Page 2 of 5 Gilda Kessner, Psy.D. Psychologist John E. Wright

More information

Marc J. Tassé, PhD Nisonger Center UCEDD The Ohio State University Marc.Tasse@osumc.edu

Marc J. Tassé, PhD Nisonger Center UCEDD The Ohio State University Marc.Tasse@osumc.edu AND ICD-11 11: POSSIBLE IMPLICATIONS FOR INTELLECTUAL DISABILITY AND AUTISM SPECTRUM DISORDER DSM-5: Diagnostic Criteria for Intellectual Disability Marc J. Tassé, PhD UCEDD The Ohio State University Marc.Tasse@osumc.edu

More information

Technical Report #2 Testing Children Who Are Deaf or Hard of Hearing

Technical Report #2 Testing Children Who Are Deaf or Hard of Hearing Technical Report #2 Testing Children Who Are Deaf or Hard of Hearing September 4, 2015 Lori A. Day, PhD 1, Elizabeth B. Adams Costa, PhD 2, and Susan Engi Raiford, PhD 3 1 Gallaudet University 2 The River

More information

WISC IV Technical Report #1 Theoretical Model and Test Blueprint. Overview

WISC IV Technical Report #1 Theoretical Model and Test Blueprint. Overview WISC IV Technical Report #1 Theoretical Model and Test Blueprint June 1, 2003 Paul E. Williams, Psy.D. Lawrence G. Weiss, Ph.D. Eric Rolfhus, Ph.D. Overview This technical report is the first in a series

More information

Fact Sheet: Asperger s Disorder

Fact Sheet: Asperger s Disorder Asperger Syndrome or (Asperger's Disorder) is a neurobiological disorder named for a Viennese physician, Hans Asperger, who in 1944 published a paper which described a pattern of behaviors in several young

More information

SPECIFIC LEARNING DISABILITIES (SLD)

SPECIFIC LEARNING DISABILITIES (SLD) Together, We Can Make A Difference Office 770-577-7771 Toll Free1-800-322-7065 www.peppinc.org SPECIFIC LEARNING DISABILITIES (SLD) Definition (1) Specific learning disability is defined as a disorder

More information

A Comparison of Low IQ Scores From the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale Third Edition

A Comparison of Low IQ Scores From the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale Third Edition A Comparison of Low IQ Scores From the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale Third Edition Thomas B. Umphress Abstract Twenty people with suspected intellectual

More information

Cecil R. Reynolds, PhD, and Randy W. Kamphaus, PhD. Additional Information

Cecil R. Reynolds, PhD, and Randy W. Kamphaus, PhD. Additional Information RIAS Report Cecil R. Reynolds, PhD, and Randy W. Kamphaus, PhD Name: Client Sample Gender: Female Year Month Day Ethnicity: Caucasian/White Grade/education: 11 th Grade Date Tested 2007 1 9 ID#: SC 123

More information

Components of an Effective Evaluation for Autism Spectrum Disorder

Components of an Effective Evaluation for Autism Spectrum Disorder Components of an Effective Evaluation for Autism Spectrum Disorder Lara M. Mattox, Ph.D. Clinical Psychologist Tulsa Developmental Pediatrics & Center for Family Psychology Why is Evaluation Important??

More information

Conducting Geriatric Evaluations: Using Data from WAIS-IV, WMS-IV, and ACSW4W4 Gloria Maccow, Ph.D., Assessment Training Consultant

Conducting Geriatric Evaluations: Using Data from WAIS-IV, WMS-IV, and ACSW4W4 Gloria Maccow, Ph.D., Assessment Training Consultant Conducting Geriatric Evaluations: Using Data from WAIS-IV, WMS-IV, and ACSW4W4 Gloria Maccow, Ph.D. Assessment Training Consultant Objectives Select components of Advanced Clinical Solutions for WAIS-IV

More information

Required Documentation of Disability for Accommodation of USCBP Pre-Employment Testing and Supervisory/Managerial Assessments 1 (July 25, 2005 )

Required Documentation of Disability for Accommodation of USCBP Pre-Employment Testing and Supervisory/Managerial Assessments 1 (July 25, 2005 ) Required Documentation of Disability for Accommodation of USCBP Pre-Employment Testing and Supervisory/Managerial Assessments 1 (July 25, 2005 ) In accordance with Federal law, the U.S. Customs and Border

More information

Brief Report: Comparability of DSM-IV and DSM-5 ASD Research Samples

Brief Report: Comparability of DSM-IV and DSM-5 ASD Research Samples DOI 10.1007/s10803-012-1665-y BRIEF REPORT Brief Report: Comparability of DSM-IV and DSM-5 ASD Research Samples C. A. Mazefsky J. C. McPartland H. Z. Gastgeb N. J. Minshew Ó Springer Science+Business Media,

More information

National Academy of Sciences Committee on Educational Interventions for Children with Autism

National Academy of Sciences Committee on Educational Interventions for Children with Autism National Academy of Sciences Committee on Educational Interventions for Children with Autism Conclusion and (The following is an adapted excerpt from Chapter 16, and, ( pp. 211-229), National Research

More information

Guidelines for Documentation of a A. Learning Disability

Guidelines for Documentation of a A. Learning Disability Guidelines for Documentation of a Learning Disability A. Learning Disability B. Attention Deficit Disorder C. Psychiatric Disabilities D. Chronic Health Disabilities A. Learning Disability Students who

More information

University of St. Thomas Health Services and Counseling ADD/ADHD Guidelines

University of St. Thomas Health Services and Counseling ADD/ADHD Guidelines University of St. Thomas Health Services and Counseling ADD/ADHD Guidelines Students with suspected or diagnosed ADD/ADHD may present in different circumstances. These guidelines were developed to provide

More information

Fact Sheet 10 DSM-5 and Autism Spectrum Disorder

Fact Sheet 10 DSM-5 and Autism Spectrum Disorder Fact Sheet 10 DSM-5 and Autism Spectrum Disorder A diagnosis of autism is made on the basis of observed behaviour. There are no blood tests, no single defining symptom and no physical characteristics that

More information

CLINICAL DETECTION OF INTELLECTUAL DETERIORATION ASSOCIATED WITH BRAIN DAMAGE. DAN0 A. LELI University of Alabama in Birmingham SUSAN B.

CLINICAL DETECTION OF INTELLECTUAL DETERIORATION ASSOCIATED WITH BRAIN DAMAGE. DAN0 A. LELI University of Alabama in Birmingham SUSAN B. CLINICAL DETECTION OF INTELLECTUAL DETERIORATION ASSOCIATED WITH BRAIN DAMAGE DAN0 A. LELI University of Alabama in Birmingham SUSAN B. FILSKOV University of South Florida Leli and Filskov (1979) reported

More information

PSYCHOLOGICAL ASSESSMENT I PCO 6316C

PSYCHOLOGICAL ASSESSMENT I PCO 6316C PSYCHOLOGICAL ASSESSMENT I PCO 6316C Instructor: Michael J. Herkov, Ph.D. Office: 4001SW 13 th Street Suite 613 Phone: (352) 265-5516 352 678-0010 (c) Email: herkov@ufl.edu Office Hours: Monday: 1:00-5:00

More information

The Relationship between the WISC-IV GAI and the KABC-II

The Relationship between the WISC-IV GAI and the KABC-II Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 1-1-2010 The Relationship between the WISC-IV GAI and the KABC-II Nancy R. Oliver naruoli@yahoo.com Follow this and additional

More information

Lepage Associates Solution-Based Psychological & Psychiatric Services With office in S. Durham/RTP, Main Telephone: (919) 572-0000

Lepage Associates Solution-Based Psychological & Psychiatric Services With office in S. Durham/RTP, Main Telephone: (919) 572-0000 Page 1 of 5 Lepage Associates Solution-Based Psychological & Psychiatric Services With office in S. Durham/RTP, Main Telephone: (919) 572-0000 Raleigh and Chapel Hill www.lepageassociates.com LEPAGE ASSOCIATES

More information

CHAPTER 2: CLASSIFICATION AND ASSESSMENT IN CLINICAL PSYCHOLOGY KEY TERMS

CHAPTER 2: CLASSIFICATION AND ASSESSMENT IN CLINICAL PSYCHOLOGY KEY TERMS CHAPTER 2: CLASSIFICATION AND ASSESSMENT IN CLINICAL PSYCHOLOGY KEY TERMS ABC chart An observation method that requires the observer to note what happens before the target behaviour occurs (A), what the

More information

Accommodations STUDENTS WITH DISABILTITES SERVICES

Accommodations STUDENTS WITH DISABILTITES SERVICES Accommodations Otis College of Art and Design is committed to providing equality of education opportunity to all students. To assist in increasing the student s learning outcome, Students with Disabilities

More information

EDUCATING THE STUDENT WITH ASPERGER SYNDROME

EDUCATING THE STUDENT WITH ASPERGER SYNDROME EDUCATING THE STUDENT WITH ASPERGER SYNDROME Persons with Asperger syndrome (AS) share some of the same characteristics as individuals with autism, and there is debate on whether AS is an independent diagnostic

More information

General Ability Index January 2005

General Ability Index January 2005 TECHNICAL REPORT #4 General Ability Index January 2005 Susan E. Raiford, Ph.D. Lawrence G. Weiss, Ph.D. Eric Rolfhus, Ph.D. Diane Coalson, Ph.D. OVERVIEW This technical report is the fourth in a series

More information

Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults

Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults Third Edition 2016 Office of Disability Policy Educational Testing Service Princeton, NJ 08541 Copyright

More information

8 th European Conference on Psychological Assessment

8 th European Conference on Psychological Assessment 8 th European Conference on Psychological Assessment 31. August 4. September 2005. Budapest, Hungary S D D Depression Scale for Children and Adolescents: evaluation of psychometric properties Anita Vulić-Prtorić,

More information

So Hyun Kim and Catherine Lord. Introduction

So Hyun Kim and Catherine Lord. Introduction RESEARCH ARTICLE Restricted and Repetitive Behaviors in Toddlers and Preschoolers with Autism Spectrum Disorders Based on the Autism Diagnostic Observation Schedule (ADOS) So Hyun Kim and Catherine Lord

More information

Validity of the WISC IV Spanish for a Clinically Referred Sample of Hispanic Children

Validity of the WISC IV Spanish for a Clinically Referred Sample of Hispanic Children Psychological Assessment 2010 American Psychological Association 2010, Vol. 22, No. 2, 465 469 1040-3590/10/$12.00 DOI: 10.1037/a0018895 Validity of the WISC IV Spanish for a Clinically Referred Sample

More information

The Comprehensive Test of Nonverbal Intelligence (Hammill, Pearson, & Wiederholt,

The Comprehensive Test of Nonverbal Intelligence (Hammill, Pearson, & Wiederholt, Comprehensive Test of Nonverbal Intelligence The Comprehensive Test of Nonverbal Intelligence (Hammill, Pearson, & Wiederholt, 1997) is designed to measure those intellectual abilities that exist independent

More information

Guidelines for the Documentation of a Learning Disability in Adolescents and Adults

Guidelines for the Documentation of a Learning Disability in Adolescents and Adults C O N C O R D I A C O L L E G E M O O R H E A D M I N N E S O TA COUNSELING CENTER, 901 8 TH STREET SOUTH, MOORHEAD, MN 56562 Guidelines for the Documentation of a Learning Disability in Adolescents and

More information

Documentation Guidelines for ADD/ADHD

Documentation Guidelines for ADD/ADHD Documentation Guidelines for ADD/ADHD Hope College Academic Success Center This document was developed following the best practice recommendations for disability documentation as outlined by the Association

More information

Assessment, Case Conceptualization, Diagnosis, and Treatment Planning Overview

Assessment, Case Conceptualization, Diagnosis, and Treatment Planning Overview Assessment, Case Conceptualization, Diagnosis, and Treatment Planning Overview The abilities to gather and interpret information, apply counseling and developmental theories, understand diagnostic frameworks,

More information

Written Example for Research Question: How is caffeine consumption associated with memory?

Written Example for Research Question: How is caffeine consumption associated with memory? Guide to Writing Your Primary Research Paper Your Research Report should be divided into sections with these headings: Abstract, Introduction, Methods, Results, Discussion, and References. Introduction:

More information

The Autism-Spectrum Quotient (AQ): Evidence from Asperger Syndrome/High-Functioning Autism, Males and Females, Scientists and Mathematicians

The Autism-Spectrum Quotient (AQ): Evidence from Asperger Syndrome/High-Functioning Autism, Males and Females, Scientists and Mathematicians Journal of Autism and Developmental Disorders, Vol. 31, No. 1, 2001 The Autism-Spectrum Quotient (AQ): Evidence from Asperger Syndrome/High-Functioning Autism, Males and Females, Scientists and Mathematicians

More information

ACADEMIC DIRECTOR: Carla Marquez-Lewis Email Contact: THE PROGRAM Career and Advanced Study Prospects Program Requirements

ACADEMIC DIRECTOR: Carla Marquez-Lewis Email Contact: THE PROGRAM Career and Advanced Study Prospects Program Requirements Psychology (BA) ACADEMIC DIRECTOR: Carla Marquez-Lewis CUNY School of Professional Studies 101 West 31 st Street, 7 th Floor New York, NY 10001 Email Contact: Carla Marquez-Lewis, carla.marquez-lewis@cuny.edu

More information

School Psychology Resources Catalog

School Psychology Resources Catalog For questions about the implementation of these materials/kits, please contact Shirley Cutshall, Director of Special Programs & Services at 360-299-4098 or scutshall@nwesd.org. To reserve materials, please

More information

Published online: 29 Jul 2014.

Published online: 29 Jul 2014. This article was downloaded by: [Wayne State University] On: 30 July 2014, At: 10:36 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer

More information

Al Ahliyya Amman University Faculty of Arts Department of Psychology Course Description Psychology

Al Ahliyya Amman University Faculty of Arts Department of Psychology Course Description Psychology Al Ahliyya Amman University Faculty of Arts Department of Psychology Course Description Psychology 0731111 Psychology And Life {3}[3-3] Defining humans behavior; Essential life skills: problem solving,

More information

Eligibility for DD Services and the SIB-R

Eligibility for DD Services and the SIB-R Eligibility for DD Services and the SIB-R For adults and children with intellectual and related developmental disabilities Stacy Waldron, PhD (With assistance from Monique Marrow, PhD and Meredith Griffith,

More information

The Effects of Baker-Miller Pink on Biological, Physical and Cognitive Behaviour James E. Gilliam, Ph.D. 1 and David Unruh, Ph.D.

The Effects of Baker-Miller Pink on Biological, Physical and Cognitive Behaviour James E. Gilliam, Ph.D. 1 and David Unruh, Ph.D. The Effects of Baker-Miller Pink on Biological, Physical and Cognitive Behaviour James E. Gilliam, Ph.D. 1 and David Unruh, Ph.D. 2 Abstract Studies and reports examining the influence of the colour Baker-Miller

More information

WISC-R Subscale Patterns of Abilities of Blacks and Whites Matched on Full Scale IQ

WISC-R Subscale Patterns of Abilities of Blacks and Whites Matched on Full Scale IQ Journal of Educational Psychology 1983, Vol. 75, No. 2, 207-214 Copyright 1983 by the American Psychological Association, Inc. 0022-0663/83/7502-0207$00.75 WISC-R Subscale Patterns of Abilities of Blacks

More information

Courses Descriptions. Courses Generally Taken in Program Year One

Courses Descriptions. Courses Generally Taken in Program Year One Courses Descriptions Courses Generally Taken in Program Year One PSY 602 (3 credits): Native Ways of Knowing Covers the appropriate and valid ways of describing and explaining human behavior by using the

More information

Diagnostic Assessment of Asperger s Disorder: A Review of Five Third-Party Rating Scales

Diagnostic Assessment of Asperger s Disorder: A Review of Five Third-Party Rating Scales Journal of Autism and Developmental Disorders, Vol. 35, No. 1, February 2005 (Ó 2005) Diagnostic Assessment of Asperger s Disorder: A Review of Five Third-Party Rating Scales Jonathan M. Campbell 1 Five

More information

CRITICALLY APPRAISED PAPER (CAP)

CRITICALLY APPRAISED PAPER (CAP) CRITICALLY APPRAISED PAPER (CAP) FOCUSED QUESTION Does a neurocognitive habilitation therapy service improve executive functioning and emotional and social problem-solving skills in children with fetal

More information

Smart Isn t Everything: The Importance of Neuropsychological Evaluation for Students and Individuals on the Autism Spectrum

Smart Isn t Everything: The Importance of Neuropsychological Evaluation for Students and Individuals on the Autism Spectrum Smart Isn t Everything: The Importance of Neuropsychological Evaluation for Students and Individuals on the Autism Spectrum Ilene Solomon, Ph.D., Spectrum Services The decision to have a child or adolescent

More information

Neuropsychological Evaluation of Aviators: Need for Aviator-Specific Norms?

Neuropsychological Evaluation of Aviators: Need for Aviator-Specific Norms? SAM-FE-BR-TR-2004-0001 UNITED STATES AIR FORCE SCHOOL OF AEROSPACE MEDICINE Neuropsychological Evaluation of Aviators: Need for Aviator-Specific Norms? William T. Thompson Terra Health Cypress Tower 1222

More information

DOCUMENT RESUME ED 290 576 PS 017 153

DOCUMENT RESUME ED 290 576 PS 017 153 DOCUMENT RESUME ED 290 576 PS 017 153 AUTHOR Smith, Douglas K. TITLE Stability of Cognitive Performance among Nonhandicapped and At-Risk Preschoolers. PUB DATE Apr 88 NOTE 16p.; Paper presented at the

More information

Do Individuals With Autism Process Categories Differently? The Effect of Typicality and Development

Do Individuals With Autism Process Categories Differently? The Effect of Typicality and Development Child Development, November/December 2006, Volume 77, Number 6, Pages 1717 1729 Do Individuals With Autism Process Categories Differently? The Effect of Typicality and Development Holly Zajac Gastgeb and

More information

Autism and Intellectual Disabilities

Autism and Intellectual Disabilities Autism and Intellectual Disabilities (DSM IV & V) Accessibility Politecnico di Milano Autism (I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B)

More information

Mindblind Eyes: An Absence of Spontaneous Theory of Mind in Asperger Syndrome

Mindblind Eyes: An Absence of Spontaneous Theory of Mind in Asperger Syndrome Mindblind Eyes: An Absence of Spontaneous Theory of Mind in Asperger Syndrome Atsushi Senju, 1 * Victoria Southgate, 1 Sarah White, 2 Uta Frith 2,3 1 Centre for Brain and Cognitive Development, Birkbeck,

More information

Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students

Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Gallaudet University Office for Students with Disabilities Washington, D.C. 20002 2 Guidelines for Documentation

More information

Developmental and Behavioural Profiles of Children with Autism and Asperger Syndrome

Developmental and Behavioural Profiles of Children with Autism and Asperger Syndrome 10 Developmental and Behavioural Profiles of Children with Autism and Asperger Syndrome Susan Leekam INTRODUCTION I first heard the term Asperger syndrome 20 years ago when I accompanied my sister-in-law

More information

Interpretive Report of WMS IV Testing

Interpretive Report of WMS IV Testing Interpretive Report of WMS IV Testing Examinee and Testing Information Examinee Name Date of Report 7/1/2009 Examinee ID 12345 Years of Education 11 Date of Birth 3/24/1988 Home Language English Gender

More information

Selective Attention and Perceptual Load in Autism Spectrum Disorder Anna Remington, John Swettenham, Ruth Campbell, and Mike Coleman

Selective Attention and Perceptual Load in Autism Spectrum Disorder Anna Remington, John Swettenham, Ruth Campbell, and Mike Coleman PSYCHOLOGICAL SCIENCE Research Article Selective Attention and Perceptual Load in Autism Spectrum Disorder Anna Remington, John Swettenham, Ruth Campbell, and Mike Coleman Department of Developmental Science,

More information

Intelligence. Cognition (Van Selst) Cognition Van Selst (Kellogg Chapter 10)

Intelligence. Cognition (Van Selst) Cognition Van Selst (Kellogg Chapter 10) Intelligence Cognition (Van Selst) INTELLIGENCE What is intelligence? Mutli-component versus monolithic perspective little g (monolithic [Spearman]) [Guilford, Catell, Gardner, ] Two distinct historical

More information

Psychoeducational Assessment How to Read, Understand, and Use Psychoeducational Reports

Psychoeducational Assessment How to Read, Understand, and Use Psychoeducational Reports Psychoeducational Assessment How to Read, Understand, and Use Psychoeducational Reports by Dr. Sherry Mee Bell Psychoeducational assessment is designed to answer these questions: Does the client have a

More information

Common Educational Tests used for Assessments for Special Education

Common Educational Tests used for Assessments for Special Education Cognition/Intelligence Ability to reason, to think abstractly, and to solve problems. Wechsler tests: WISC-III, WAIS-R, WPPSI-R Stanford-Binet: Fourth Edition Differential Ability Scales (DAS) Verbal Intelligence

More information

Superior fluid intelligence in children with Asperger s disorder

Superior fluid intelligence in children with Asperger s disorder Available online at www.sciencedirect.com Brain and Cognition xxx (2007) xxx xxx Brief Communication Superior fluid intelligence in children with Asperger s disorder Mika Hayashi a, *, Motoichiro Kato

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding

More information

EDUCATIONAL APPLICATIONS OF THE WISC-IV WPS TEST REPORT

EDUCATIONAL APPLICATIONS OF THE WISC-IV WPS TEST REPORT EDUCATIONAL APPLICATIONS OF THE WISC-IV WPS TEST REPORT by Charles L. Nicholson, Ph.D., and Bradley T. Erford, Ph.D. Copyright 2006 by Western Psychological Services www.wpspublish.com Version 1.210 ID

More information

Supporting Students with Autism at Higher Education Institutions in Saudi Arabia

Supporting Students with Autism at Higher Education Institutions in Saudi Arabia "This research proposal was accepted from the best six Universities in the United Kingdom in the field of Autism Spectrum Disorders (ASDs)" م ول ط اث ن أل ت ٦ ل اطات طف اود ا ادة Supporting Students with

More information

Policy/Program Memorandum No. 8

Policy/Program Memorandum No. 8 Ministry of Education Policy/Program Date of Issue: August 26, 2014 Effective: Until revoked or modified Subject: Application: Reference: IDENTIFICATION OF AND PROGRAM PLANNING FOR STUDENTS WITH LEARNING

More information

DSM-5. Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D.

DSM-5. Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D. DSM-5 Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D. Introduction Lifespan approach to diagnosis Diagnoses occurring in children

More information

What is Adult Developmental Co-ordination Disorder (DCD)?

What is Adult Developmental Co-ordination Disorder (DCD)? Assessment Service What is Adult Developmental Co-ordination Disorder (DCD)? What is Developmental Co-ordination Disorder (DCD) in adults? DCD is a label that is often used as an umbrella term for children

More information

65G-4.014 Eligibility for Agency Services Definitions. (1) Autism means any condition which is part of the autism spectrum disorder and which meets

65G-4.014 Eligibility for Agency Services Definitions. (1) Autism means any condition which is part of the autism spectrum disorder and which meets 65G-4.014 Eligibility for Agency Services Definitions. (1) Autism means any condition which is part of the autism spectrum disorder and which meets the requirements of Florida Statute 393.063, which are

More information

FUNCTIONAL EEG ANALYZE IN AUTISM. Dr. Plamen Dimitrov

FUNCTIONAL EEG ANALYZE IN AUTISM. Dr. Plamen Dimitrov FUNCTIONAL EEG ANALYZE IN AUTISM Dr. Plamen Dimitrov Preamble Autism or Autistic Spectrum Disorders (ASD) is a mental developmental disorder, manifested in the early childhood and is characterized by qualitative

More information

Documentation Requirements ADHD

Documentation Requirements ADHD Documentation Requirements ADHD Attention Deficit Hyperactivity Disorder (ADHD) is considered a neurobiological disability that interferes with a person s ability to sustain attention, focus on a task

More information

Autism Spectrum Disorders Diagnosis. March 9, 2009 LEND Training Program Allison D. Brooks, Ph.D. University of Washington Autism Center

Autism Spectrum Disorders Diagnosis. March 9, 2009 LEND Training Program Allison D. Brooks, Ph.D. University of Washington Autism Center Autism Spectrum Disorders Diagnosis March 9, 2009 LEND Training Program Allison D. Brooks, Ph.D. University of Washington Autism Center Autism Spectrum Disorders Communication Social Restricted/ Repetitive

More information

Policy for Documentation

Policy for Documentation Policy for Documentation act.org 2015 by ACT, Inc. All rights reserved. 3836 Introduction The ACT Policy for Documentation contains information individual examinees, professional diagnosticians, and qualified

More information

Running head: WISC-IV AND INTELLECTUAL DISABILITY 1. The WISC-IV and Children and Adolescents with Intellectual Disability:

Running head: WISC-IV AND INTELLECTUAL DISABILITY 1. The WISC-IV and Children and Adolescents with Intellectual Disability: Running head: WISC-IV AND INTELLECTUAL DISABILITY 1 The WISC-IV and Children and Adolescents with Intellectual Disability: Evaluating for Hidden Floor Effects in the US Version Allyssa Lanza M.S., Antioch

More information

Investigations Into the Construct Validity of the Saint Louis University Mental Status Examination: Crystalized Versus Fluid Intelligence

Investigations Into the Construct Validity of the Saint Louis University Mental Status Examination: Crystalized Versus Fluid Intelligence Journal of Psychology and Behavioral Science June 2014, Vol. 2, No. 2, pp. 187-196 ISSN: 2374-2380 (Print) 2374-2399 (Online) Copyright The Author(s). 2014. All Rights Reserved. Published by American Research

More information

Cognitive behavioral therapy (CBT) may improve the home behavior of children with Attention Deficit/Hyperactivity Disorder (ADHD).

Cognitive behavioral therapy (CBT) may improve the home behavior of children with Attention Deficit/Hyperactivity Disorder (ADHD). ADHD 4 Cognitive behavioral therapy (CBT) may improve the home behavior of children with Attention Deficit/Hyperactivity Disorder (ADHD). CITATION: Fehlings, D. L., Roberts, W., Humphries, T., Dawe, G.

More information

Register of Students with Severe Disabilities

Register of Students with Severe Disabilities Department of Education Learners first, connected and inspired Register of Students with Severe Disabilities Department of Education Register of Students with Severe Disabilities 1. Eligibility Criteria

More information

Deconstructing the DSM-5 By Jason H. King

Deconstructing the DSM-5 By Jason H. King Deconstructing the DSM-5 By Jason H. King Assessment and diagnosis of autism spectrum disorder For this month s topic, I am excited to share my recent experience using the fifth edition of the Diagnostic

More information

Psychology Courses (PSYCH)

Psychology Courses (PSYCH) Psychology Courses (PSYCH) PSYCH 545 Abnormal Psychology 3 u An introductory survey of abnormal psychology covering the clinical syndromes included in the diagnostic classification system of the American

More information

Statistiek II. John Nerbonne. October 1, 2010. Dept of Information Science j.nerbonne@rug.nl

Statistiek II. John Nerbonne. October 1, 2010. Dept of Information Science j.nerbonne@rug.nl Dept of Information Science j.nerbonne@rug.nl October 1, 2010 Course outline 1 One-way ANOVA. 2 Factorial ANOVA. 3 Repeated measures ANOVA. 4 Correlation and regression. 5 Multiple regression. 6 Logistic

More information

Examining Differences (Comparing Groups) using SPSS Inferential statistics (Part I) Dwayne Devonish

Examining Differences (Comparing Groups) using SPSS Inferential statistics (Part I) Dwayne Devonish Examining Differences (Comparing Groups) using SPSS Inferential statistics (Part I) Dwayne Devonish Statistics Statistics are quantitative methods of describing, analysing, and drawing inferences (conclusions)

More information

WISC IV Technical Report #2 Psychometric Properties. Overview

WISC IV Technical Report #2 Psychometric Properties. Overview Technical Report #2 Psychometric Properties June 15, 2003 Paul E. Williams, Psy.D. Lawrence G. Weiss, Ph.D. Eric L. Rolfhus, Ph.D. Figure 1. Demographic Characteristics of the Standardization Sample Compared

More information

Courses in the College of Letters and Sciences PSYCHOLOGY COURSES (840)

Courses in the College of Letters and Sciences PSYCHOLOGY COURSES (840) Courses in the College of Letters and Sciences PSYCHOLOGY COURSES (840) 840-545 Abnormal Psychology -- 3 cr An introductory survey of abnormal psychology covering the clinical syndromes included in the

More information